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THE EDUCATIONAL THOUGHT OF CONFUCIUS.

机译:孔子的教育思想。

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摘要

The purpose of this study is to investigate the humanistic educational ideas of Confucius as they truly were, and to examine their role in the history of traditional Chinese education. It is the contention of this study that the process of transformation from idea into practice has led to mutilation, adaptation or deliberate reinterpretation of the original set of ideas. The example of the evolution of the humanistic educational ideas of Confucius into a system of education seems to support this contention. It is hoped that this study will help separate that which is genuinely Confucius' from that which tradition has attributed to him; and to understand how this has happened and what consequences have resulted.;Central to Confucius' humanistic educational philosophy are his idea of man, his nature, his relationship with tao, the way that man follows to attain harmony and happiness. These are discussed in conjunction with Confucius' concepts of jen and li. The educational implications of these concepts are stressed. The educational practice of Confucius is further examined with relevance to the methods, curriculum, the concepts of learning and teaching, and the integration of thought and practice. The study argues that Confucius' educational goals, contrary to what tradition held them to be, were non-materialistic, non-utilitarian, and not confined only to the intellectual or moral realm. It further contends that Confucius was an innovator rather than a transmitter. He innovated by placing traditional ideas in a new light, by selecting that which was relevant and discarding anachronistic aspects. He was aptly the creator of new educational ideals, not an apologist for an old one, as tradition held him to be.;Confucius' position in the history of Chinese education is evaluated by examining the historical impact of Confucius on the culture and education of China in the light of the relationship between Confucius, the thinker and educator, and Confucianism the tradition. The birth and development of the Confucian tradition is traced according to two interpretations: imperial patronage of Confucius' ideas and propagation of these ideas by individuals. Various schools of Confucianism from the time of Confucius to the Ching dynasty are discussed with relevance to their educational thought and practice, their adherence to or departure from Confucius' original ideas. In particular, the system of education and the civil service examination system that had evolved down the centuries are critically examined. The findings reveal that only Mencius and the Neo-Confucianists of Sung and Ming dynasties maintained a closer representation of Confucius' educational thought. The study brings forth the issue that Confucius will remain as a subject of controversy as long as he stands for all that is associated with the long history of China's past.;The study concludes that the true influence of Confucius lies in the fact that his educational ideals did provide a rationale for Chinese education for twenty-five centuries. Moreover, Confucius' educational thought contains universal facts about man and society, which might yet be relevant to the education of today.;The method of study is by an examination and evaluation of the educational thought of Confucius within the context of his entire philosophy and his educational practice, as well as in the broader context of Chinese culture and history. Bearing in mind the problem of historical evidence, the life and time of Confucius are examined to shed light on the sources from which Confucius derived and developed his ideas. The basic tenets in Confucius' ethical, political and social ideas are examined to provide the necessary background for the discussion of his educational ideas.
机译:这项研究的目的是调查孔子的人本主义教育思想的真实面貌,并研究它们在传统中国教育史上的作用。这项研究的论点是,从观念到实践的转变过程导致了原始观念的残缺,适应或故意重新诠释。孔子的人本主义教育思想演变成教育体系的例子似乎支持了这一观点。希望这项研究将有助于把真正是孔子的东西与传统赋予他的东西分开;孔子人本主义教育哲学的核心是他的人本思想,本性,与道的关系以及人为获得和谐与幸福所遵循的方式。这些与孔子的“仁”和“利”概念结合在一起讨论。强调了这些概念的教育意义。孔子的教育实践在方法,课程,学与教的概念以及思想与实践的结合方面得到了进一步的考察。该研究认为,与传统观念相反,孔子的教育目标是非物质的,非功利的,并且不仅限于知识或道德领域。它还进一步认为孔子是创新者而不是传播者。他通过将传统思想置于新的视野,选择相关的思想并抛弃过时的方面来进行创新。他是传统上认为是新的教育理想的创造者,而不是为古老的理想辩护。传统上,孔子在中国教育史上的地位是通过考察孔子对中国文化和教育的历史影响来评估的。根据孔子,思想家和教育者与儒家传统之间的关系来探讨中国。儒家传统的产生和发展可以根据两种解释来追溯:帝国主义对孔子思想的支持和个人对这些思想的传播。讨论了从孔子到清朝的各种儒学流派,涉及它们的教育思想和实践,对孔子本初思想的坚持或背离。特别是,对经过几个世纪发展而来的教育制度和公务员考试制度进行了严格审查。研究结果表明,只有孟子和宋明时期的新儒家才保持对孔子教育思想的更密切的代表。该研究提出了一个问题,即孔子只要代表与中国过去悠久历史有关的一切,就将继续成为有争议的主题。研究得出的结论是,孔子的真正影响在于他的教育程度。理想的确为二十五个世纪的汉语教育提供了理论依据。此外,孔子的教育思想包含了关于人与社会的普遍事实,可能与当今的教育息息相关。研究方法是在孔子整个哲学思想和思想背景下,对孔子的教育思想进行考察和评价。他的教育实践以及更广泛的中国文化和历史背景。考虑到历史证据的问题,对孔子的生平和时间进行了考察,以阐明孔子产生和发展其思想的来源。孔子的伦理,政治和社会思想的基本宗旨受到检验,为讨论其教育思想提供了必要的背景。

著录项

  • 作者

    WAN, HELENA SIN-YU.;

  • 作者单位

    Loyola University Chicago.;

  • 授予单位 Loyola University Chicago.;
  • 学科 Education History of.
  • 学位 Ph.D.
  • 年度 1980
  • 页码 307 p.
  • 总页数 307
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:51:38

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